Aubrey Huber's book is of great value to aspiring and current educators alike, providing a comprehensive analysis of how qualitative critical classroom ethnography can be applied to support social justice in the field of education. Through this text, readers will gain an understanding of the unique opportunity that classroom ethnography provides in terms of utilizing it as an actionable mechanism to respond to social injustices while balancing intertwined multiple perspectives. Teacher educators who use this text will obtain a deeper appreciation for the instrumental role qualitative research such as classroom ethnography plays in improving and reforming education. All in all, Huber’s text is an apt resource for anyone looking to integrate a critical lens and create meaningful social change in teacher education.


qualitative research, critical classroom ethnography, social justice, teacher education

Author Bio(s)

Angga Hidayat is a Fulbright scholar currently pursuing his PhD at the Ohio State University majoring in Science, Technology, Engineering, and Mathematics (STEM) Education. He is passionate about ethnography, narrative inquiry, and social justice using an ethnomathematical lens. In addition to his doctoral work, he has a role as a lecturer of Universitas Pamulang in Indonesia working towards bridging the gap between mathematics education research and practice. Please direct correspondence to hidayat.8@osu.edu.

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